Looking forwards, not back. Development conversations make written reports superfluous

By Kilian Hattstein-Blumenthal, April 2014

“Who knows best how good you are at school?” I asked my class 1 at the end of the school year. “We ourselves!” came the answer in that blunt Berlin way. My question and the answer from the pupils are part of a fundamentally new way of dealing with the subject of “assessment”: the teacher asks questions – the answers come from the pupils. [more]

Parental ambition. Extra tuition at Waldorf schools – facts and figures

By Jürgen Peters, April 2014

Every fifth young person between the ages of 10 and 18 is receiving extra tuition. That is reported in the most recent Bertelsmann study from October 2013. In the age group between 13 and 15 it is even 24 percent of pupils who say that they are being given extra tuition. The remarkable thing is that it is not the academically weaker pupils who are receiving extra tuition in the core subjects. Forty percent of the pupils concerned even have average marks of 2.5 or better. Researchers suspect that parental ambition is the real reason for the extra tuition. [more]

Hateful homework – but why we need it

By Guido Peuckert, April 2014

It accompanies pupils, parents and teachers each day, is general education practice in Germany and a firm part of school learning since the sixteenth century. That is no different in Waldorf schools, although Rudolf Steiner viewed homework rather more critically. [more]

Extra tuition – useless or helpful?

By Gotthard Jost, April 2014

That extra tuition costs a lot of money for little benefit might be concluded from the study by Hans-Ulrich Grunder from Basel University and the School for Teacher Education of the University of Applied Sciences and Arts of Northwest Switzerland which was published in 2013. Is extra tuition – above all in Germany – nothing more than a nice multi-billion dollar earner? [more]

Series

Music as a school for humanity

By Peter Dellbrügger, April 2014

“You always want to play first fiddle!” – “You always have to call the tune!” – “Stop blowing your own trumpet!” – “There really has to be a change of tune!” Such examples could be continued at length and they have one thing in common: they are images and expressions which describe social processes or characteristics using musical situations. [more]

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